Reading Recovery: a sector-wide analysis
|Deborah Bradford and Wai-Yin Wan
|Centre for Education Statistics and Evaluation, NSW Department of Education
The primary aims of this study were to examine the impact of Reading Recovery (RR) on students’ literacy outcomes at the end of Year 1 and whether any benefits associated with participating in RR are sustained over the longer term to Year 3. This evaluation was conducted state-wide across NSW government schools. It focussed on identifying the impact of RR on student outcomes compared to similar students who attended a school that did not offer RR. The study employed a quasi-experimental design drawing on retrospective data that detailed participation in RR and student outcomes in the early years of school. The results showed some evidence that RR has a modest short-term effect on reading skills among the lowest performing students. However, RR does not appear to be an effective intervention for students that begin Year 1 with more proficient literacy skills. In the longer-term, there was no evidence of any positive effects of RR on students’ reading performance in Year 3.